International Journal of Bilingual Education and Bilingualism (Int J Biling Educ Biling)

Publisher: Taylor & Francis (Routledge)

Journal description

International Journal of Bilingual Education and Bilingualism. In recent decades, few topics have become so internationally important as bilingualism, multilingualism, bilingualism education and the acquisition of new languages. In the first century of the new millenium, as international communications increase, technological changes facilitate international relationships, and travelling between countries and across oceans becomes more common, the international importance of bilingual education and bilingualism is expected to rise steeply. At the same time, there is increasing concern and interest about language minorities and the survival of indigenous and immigrant languages. Just as there has been interest in preserving the wonderful variety among flora and fauna, the preservation of linguistic and cultural diversity has become internationally important so as to maintain the colourful diversity of human existence. This new journal aims to spread international developments, initiatives, ideas and and research on bilingualism and bilingual education, and to ensure collaboration between different continents, allowing rapid access to up-to-date information in an easily digestible form.

Current impact factor: 0.81

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 4.80
Immediacy index 0.15
Eigenfactor 0.00
Article influence 0.00
Website International Journal of Bilingual Education and Bilingualism website
Other titles International journal of bilingual education and bilingualism (Online)
ISSN 1747-7522
OCLC 57378277
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This study analyses the crisis of English teaching in Pakistan. The study examines stakeholders’ perceptions and classroom practices to identify theoretical fault lines and institutional/pedagogical challenges in the low-fee schools. We deem such research critical in the backdrop of public’s heavy reliance and feverish pursuit of low-fee English-medium schools which have expanded exponentially off late. Deploying mixed methodology that utilized a questionnaire, interviews and observation, the research draws information from students, teachers and school principals. Results suggest that most respondents perceive early-English policy inevitable, and believe that the earlier the English-medium policy, the better. Respondents’ majority also views additive multilingual policy unfavorably presuming that more languages will amount to learners’ confusion. Teaching mother tongues is being perceived as waste of time. Actual English teaching practices appear illusory, as direct and contextualized use of English is a rare feature while Urdu stands as the de facto medium of classroom transactions. Grammar-translation methodologies and classrooms activities leave little potential for communicative competence, concept formulation and linguistic internalization. We conclude that although respondents’ support for English-medium policy is rational; however, it is fraught with illusions as neither teaching/learning practices replicate English-medium policy nor bi/multilingual education research supports foreign language as medium for early schooling.
    International Journal of Bilingual Education and Bilingualism 08/2015;
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    ABSTRACT: Based on sociocultural theories of learning, this paper draws on findings from a research project ‘a day in a life of a bilingual practitioner’. It explores how two multilingual practitioners in English early years settings supported the learning of young 3–4 year-old children, and their parents and teachers. The paper challenges the current binary opposition of viewing the development and maintenance of home languages and English as existing at two ends of a spectrum in young children’s lives and their learning. The data reveal the tensions between this perceived opposition and the silencing of multilingualism enacted by bilingual practitioners in early years settings. We argue that while bilingual practitioners have the potential to draw on their ‘funds of knowledge’, the reality in these classrooms does not allow them to support bilingual learning. The paper concludes that bilingual children’s, parents’ and practitioners’ untapped ‘funds of knowledge’ need to be opened up in order to inform a new bilingual pedagogy in the early years.
    International Journal of Bilingual Education and Bilingualism 09/2014; 17(5):610-623. DOI:10.1080/13670050.2013.864252
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    ABSTRACT: This paper presents data from two studies – a nationwide quantitative research and an ethnographic study – on Greek schoolteachers' attitudes towards immigrant pupils' bilingualism. The quantitative data come from a large-scale questionnaire survey, which aimed at the investigation of the needs and requirements for the implementation of a pilot programme teaching migrant languages in Greek state schools. The findings provide an updated comprehensive view on how Greek teachers perceive their pupils' bilingualism and the inclusion of their heritage languages in the state school. Complementing and enhancing the quantitative data, the analysis of four teachers' semi-structured interviews, which were conducted in the context of the ethnographic study, provides insights into their language ideologies, which underlie their language views and school practices.
    International Journal of Bilingual Education and Bilingualism 02/2014; 18(1). DOI:10.1080/13670050.2013.877418
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    ABSTRACT: This article examines the role of transnational literacy practices in the biliteracy development of Mexican–American teachers who grew up on both sides of the US–Mexico borderlands. Through an analysis of literacy narratives and language history maps of bilingual education pre-service teachers, the pre-service teachers recall their memories as transnational immigrant children and the ways in which their unofficial schooling experiences shaped their development of biliteracy outside of school. As most of the case study participants had little or no access to bilingual education beyond the assimilation model, these return trips back and forth afforded them opportunities to maintain their Spanish biliteracy and bicultural identities. These teachers lived in transnational spaces and recall the ways in which growing up on the border shaped their bilingual and biliteracy development.
    International Journal of Bilingual Education and Bilingualism 11/2012; DOI:10.1080/13670050.2012.699948
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    ABSTRACT: This article draws on genre theory in a biliteracy context to analyze how one US–Mexico border-crossing graduate student used her genre knowledge and meta-knowledge in her first language, Spanish, as a resource for navigating disciplinary-based genres in her second language, English. The student's strategic use of her L1 genre meta-knowledge from non-university contexts to realize academic literacy tasks in her L2 represented a form of recontextualization, where meanings move and get re-shaped across contexts. This strategic negotiation, in turn, served to disrupt the notions of ‘novice’ and ‘expert’ that are prominent in the composition studies literature on second language writers, where students are seen to be moving on a linear trajectory from novice to expert status in academic writing. The article discusses implications for genre-based research and pedagogy for multilingual learners crossing linguistic, cultural, and disciplinary boundaries in their academic studies.
    International Journal of Bilingual Education and Bilingualism 11/2012; DOI:10.1080/13670050.2012.699946
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    ABSTRACT: This introduction provides the background for this special issue by first describing the US–Mexico border, a fascinating context in which to research issues related to Spanish–English biliteracy and multilingualism. We present main points in the prevailing discussion within the field of literacy studies about issues of multilingualism and local–global contexts of literacy. Drawing from literature on transnational literacy, we examine arguments about the recontextualization of texts and literacy practices. In this volume, authors demonstrate how texts, linguistic practices, and discourses are part of the fluid traffic across the US–Mexico border. In the course of analyzing transfronterizo literacy practices, the articles take into account local and global contexts of literacy from different perspectives, such as colonia studies, genre studies, disciplinary discourses and identity, notions of time and space, the continua of biliteracy, and the new literacy studies. Because we see ourselves as border educators and researchers, informing educational practice in sites where these issues emerge as everyday events is the broader intent of this special issue.
    International Journal of Bilingual Education and Bilingualism 11/2012; DOI:10.1080/13670050.2012.699944